Project Wild Games

Playing Lightly on the Earth

Age: Grades K-8 Subjects: Social Studies, Physical Education, Science
Skills: analysis, comparing similarities and differences, evaluation, invention, psychomotor development, problem-solving, small group work, synthesis Duration: one 30-45 minute period
Group Size: any Setting: outdoors

Key Vocabulary:

game, harm

Expectations:

Students will be able to:

  1. distinguish between games that are damaging and not damaging to the environment;
  2. invent games with a benign effect on the environment.

Method:

Students look for evidence of games that harm the environment; and then invent and play games with benign effect on the environment.

Background:

Personal choices of all kinds can have an effect on the environment. Young people can look at the games they play outside - and choose those which have little or no damaging impact on the environment, rather that those which leave scars - aesthetically and ecologically.

The major purpose of this activity is for students to become actively aware of the choices they make each time they play a game outside and to consciously experience games that have a benign effect on the environment. The activity is designed for students to experience success, at a personal and immediate level, in maintaining and improving the quality of their environments.

Materials:

access to going outside

Procedure:

  1. Most of us like to play. In fact, playing is an important way to learn - as well as to have a good time. Ask the students to think of examples of ways to play outside that do no serious or permanent damage to the environment, and ways that are damaging. The damage might affect non-living things - like putting graffiti on cement walls. It might be damaging to plants and animals - like carving initials on tree trunks. Both are damage. Are there any games we can play that do no damage? There may not be, but we can think about how much damage, how permanent it is and what it affects.

  2. Go outside on the schoolgrounds and look for evidence of games that have damaged the environment. Ask students what could have caused the damage and how it might have been prevented.

  3. Introduce the concept of playing games that do not seriously harm the environment.

  4. Ask the students to work together in small groups - from two to seven or eight - to invent a game that does no serious harm to the environment, including the plants and animals living there. The students could also try to invent games that could make this a better environment in some ways. Give the students about 15 minutes to invent their games.

  5. Ask each group to present their game to the other students. Play each of the games. Ask the students to talk about their feelings about the importance of playing games that do little, if any, damage to the environment.

Extension:

FOR OLDER STUDENTS

Analyse a variety of kinds of recreation for their impact on wildlife, vegetation, other natural resources, etc.

Evaluation:

Keep a record of the games you play outside for one week. Identify which, if any, are harmful to the environment. For one week, or longer, play only games that do no harm to the environment.